Tesis sobre el tema "Musical ability"
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Gudmundsdottir, Helga Rut. "Children's ability to identify two simultaneous melodies". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26735.
Texto completoDeGraffenreid, George M. "The efficacy of pre-1965 and post-1965 musical aptitude and achievement tests for use with diverse groups /". Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/11332.
Texto completoGratton, Martine. "The effect of three vocal models on uncertain singers' ability to match and discriminate pitches /". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59242.
Texto completoIn the Own Voices group, subjects were training in pitch matching using subjects' own voices. They trained in pitch discrimination using a model child voice as stimuli. In the Model Child group, subjects were training in pitch matching and pitch discrimination using a model child voice of the same sex and age as that of the subject. Subjects in the Female Adult group were training in pitch matching and pitch discrimination using a female adult voice as stimuli. Subjects in the control group had no training.
It was found that timbre affected uncertain singers' ability to match and discriminate pitches. Pitch matching to one's own voice was more accurate than pitch matching to a child's voice.
The discrimination of high and low pitches was more accurate when a model child's voice was used than when an adult voice was used.
Descombes, Valérie. "Discrimination of pitch direction : a developmental study". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30159.
Texto completoThe main study involved two experiments; Experiment 1 examined children's ability to identify pitch direction using a visual aid; Experiment 2 examined children's spontaneous notations of the same melodic contours.
The results showed a subsequent increase in mean scores from grades 1 to 6 across both tests. The clearest increase in ability occurred within the first three grades with a plateau reached by grade four. Same-pitch patterns received the highest overall means. The ability to identify direction using a visual aid was easier for children than to write spontaneous notations. Melodic contours with larger intervals were more easily perceived.
Mauney, Lisa M. "Individual Differences in Cognitive, Musical, and Perceptual Abilities". Thesis, Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/13972.
Texto completoSimon, Lothar. "Komplexitätsgrad von Musikstücken und Stufen der Spielfertigkeit Versuch einer mathematisch und empirisch gestützen Bestimmung /". München : Selbstverlag, 1985. http://books.google.com/books?id=HyFGAAAAMAAJ.
Texto completoRother, Sarah. "The correlation of music aptitude scores with mathematical achievement scores for high school seniors". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rothers.pdf.
Texto completoJohnston, Dennis A. (Dennis Alan). "Trained Musical Performers' and Musically Untrained College Students' Ability to Discriminate Music Instrument Timbre as a Function of Duration". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc935621/.
Texto completoHo, Kit-chun. "Development of pitch discrimination in preschool children". Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035723.
Texto completoHickok, Stephen Clyde Walls Kimberly C. "The relationships of parental involvement, motivating factors, and socioeconomic status to high school all-state choir and band membership". Auburn, Ala, 2009. http://hdl.handle.net/10415/1587.
Texto completoMichels, Patricia E. "Developing the pre-school child's musical intelligence by means of a comprehensive music programme focused on age-controlled auditive development". Pretoria : [s.n.], 1996. http://upetd.up.ac.za/thesis/available/etd-07262002-151835.
Texto completoEmmett, Daniel Warren. "Individual Ability to Learn a Parallel Processing Technique and Musical Aptitude". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5325.
Texto completoRiegle, Aaron. "The pitch matching ability of high school choral students". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/621.
Texto completoCreswell, Megan. "A Study Comparing Musical Abilities of Stutterers and Nonstutterers". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5250.
Texto completoMurray, Keelin Margaret. "Music, language and the signalling of cognitive ability : an empirical investigation". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/17899.
Texto completoPinard-Welyczko, Kira. "Does Training Enhance Entraining? Musical Ability and Neural Signatures of Beat Perception". Oberlin College Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1495617848085978.
Texto completoHolmes, Ivan. "Studio music teachers and public music examinations : the quality interface". Thesis, James Cook University, 2006. https://researchonline.jcu.edu.au/1834/1/01front.pdf.
Texto completoHolmes, Ivan. "Studio music teachers and public music examinations : the quality interface". James Cook University, 2006. http://eprints.jcu.edu.au/1834/1/01front.pdf.
Texto completoMoreno, Sala María Teresa. "The influence of perceptual shift, cognitive abilities and environmental factors on young children's development of absolute and relative pitch perception /". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85941.
Texto completoThe results indicate that a shift from absolute to relative perception occurs between the ages of 5 and 7. Children younger than six demonstrated limited ability to perform relational tasks such as ordering bells, identifying transposed intervals, and comparing pitches. However, they memorized target pitches better than the older children, matched target tones on the xylophone and sang newly learned songs in their original key more often than did the older children. Older children benefited to a larger extent from the training on relative pitch. Cognitive and spatial abilities were related to absolute pitch development: children who identified pitches better had a more sequential and a less simultaneous way of processing information. Family musical environment seems to have influenced the development of absolute pitch. Implications for the acquisition of absolute pitch are discussed.
Ruddock, Eve. "Ballad of the never picked : a qualitative study of self-perceived non-musicians' perceptions of their musicality". University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0103.
Texto completoPaiva, Ana Clara de Souza. "Padrão perceptivo-motor em tarefas psicoacústicas de estruturação rítmica : efeitos da experiência musical /". Rio Claro, 2017. http://hdl.handle.net/11449/149953.
Texto completoBanca: José Lino Oliveira Bueno
Banca: Silvia Deutsch
Banca: Afonso Antonio Machado
Banca: Yara Aparecida Couto
Resumo: Diferentes experiências rítmicas podem influenciar funções psicoacústicas durante a reprodução de estruturas rítmicas. A periodicidade do pulso é um elemento básico, presente no ritmo musical, unido ao agrupamento de eventos sucessivos e que é essencial à compreensão e interpretação de estruturas de sequências sonoras. O objetivo deste estudo foi avaliar os efeitos da experiência musical no campo da dança e da música no padrão perceptivo-motor de reprodução de estruturas rítmicas monotônicas e musicais organizadas em tarefas com crescente complexidade. Foram selecionados previamente 60 adultos jovens para compor três grupos: 1) grupo com experiência com ritmo constituído por músicos (MU; n = 20); 2) grupo com experiência com ritmo constituído de dançarinos (DA; n = 20); e 3) grupo sem experiência profissional com música e dança (SE; n = 20). Os três grupos realizaram dois testes psicoacústicos rítmicos: o primeiro, um teste de percepção e reprodução de estruturas rítmicas monotônicas que consistia em ouvir a um estímulo rítmico e reproduzi-lo imediatamente, e o segundo, um teste de percepção e reprodução de estruturas rítmicas musicais, em que a sequência rítmica apresentada é reproduzida simultaneamente à escuta. As variáveis analisadas incluíram frequência de acertos (FA) para ambos os testes, regularidade temporal (RT) do tempo de início da resposta (s), duração (s) dos pulsos e pausas de cada estrutura rítmica para o teste monotônico. E no teste musical a variável sincronismo (SINC) foi verificada pela diferença relativa (%) entre a estrutura temporal do teste e a estrutura temporal da resposta. Os valores SINC foram subdivididos em desvio temporal do pulso e desvio temporal da pausa (componentes psicoacústicos rítmicos). Os resultados ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Different rhythmic experiences can influence psychoacoustic functions during the reproduction of rhythmic structures. The frequency of the pulse is a basic element in the musical rhythm and the grouping of successive events are essential to the understanding and interpretation of sound sequences. The purpose of this study was to evaluate the effects of musical experience in the field of dance and music on perceptive-motor pattern of monotonic rhythm and musical rhythm with structures organized into tasks with increasing complexity. Sixty young adults were selected to comprise three groups: 1) group with experience with rhythm consisting of musicians (MU; n = 20); 2) group with experience with rhythm consisting of dancers (DA; n = 20); and 3) group without experience with music or dance (SE; n = 20). The three groups performed two tests: the first test of perception and reproduction of monotonic rhythmic structures that were responded immediately after their presentation; the second test required perception and synchronization of tapping to musical rhythmic structures. The variables we examined included frequency of correct performance (FA) in both tests, temporal regularity (RT) of initiation of the response, duration of pulses and pauses of each rhythmic structure for monotonic test. In the musical test timing (SINC) was verified using the relative difference (%) between the temporal structure of the test and the temporal structure of the response. The values SINC were subdivided into temporal deviation of pulse and pause (psychoacoustic rhythmic components). The results were divided in: 1- Effects of musical experience and nature of monotonic rhythm and musical rhythm tests on rhythm perception, 2 - Memory effects on temporal rhythmic regularity, and 3 - Perceptual-motor pattern of rhythm synchronization. The results showed differences between the groups with and without ... (Complete abstract click electronic access below)
Doutor
Hardy, Dianne B. "The construction and validation of an original sight-playing test for elementary piano students /". Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
Buscar texto completoOllen, Joy E. "A criterion-related validity test of selected indicators of musical sophistication using expert ratings". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1161705351.
Texto completoCairns, Robert J. "A test of selected aspects of Peter Webster's conceptual model of creative thinking in music". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28544.pdf.
Texto completoMichels, Patricia. "The role of the musical intelligence in whole brain education". Diss., Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-06142002-125955.
Texto completoHornstein, Daniel L. (Daniel Lather). "Relationships Between Selected Musical Aural Discrimination Skills and a Multivariate Measure of Intellectual Skills". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331803/.
Texto completoWaggoner, Dori T. Sims Wendy L. "The effects of listening conditions, error types, and ensemble textures on the error detection skills of undergraduate instrumental music education majors". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7022.
Texto completoPark, Jeongmin English Media & Performing Arts Faculty of Arts & Social Sciences UNSW. "Talent development in music: a comparative study between Sydney (Australia) and Seoul (Korea) on the emergence of talent, especially the interface between giftedness and talent". Publisher:University of New South Wales. English, Media, & Performing Arts, 2009. http://handle.unsw.edu.au/1959.4/43522.
Texto completoHo, Kit-chun y 何結珍. "Development of pitch discrimination in preschool children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955915.
Texto completoDorothy, Wayne F. "Relationships between ensemble placement, musical independence, gender, and instrument family, among band students at three regional universities". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019475.
Texto completoSchool of Music
Chadwick, Felicia School of Education Studies UNSW. "An Australian perspective on talent development in music: The influence of environmental catalysts upon the provision of opportunities for learning, training and practice in the musical domain". Awarded by:University of New South Wales. School of Education Studies, 2000. http://handle.unsw.edu.au/1959.4/17624.
Texto completoCarter, Bethany. "The Impact of Beginner Group Harp Learning on Self Efficacy and Musical/Harp Self Concept: Changes to Perceptions, Approaches and Behaviours in Non-Harp Settings". Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29369.
Texto completoMay, Brack M. (Brack Miles). "An Investigation into the Stability of Students' Timbre Preferences from the Sixth through the Tenth Grade". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277703/.
Texto completoDoran, Kirk. "A descriptive study of the assessment of music aptitude in students with mental retardation /". This electronic address not available when searched on Jan. 25, 2005, 1998. http://www.isr.bucknell.edu/catlinks/kdwebthesis.html.
Texto completoLucas, Jennifer R. "Attempting to Develop Healthy Self-Esteem Through Public Demonstrations of Musical Competence: Debunking Misconceptions and Calling for Value-Based Enhancement Programs". Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206035483.
Texto completoBrodhead, Daniel A. "Effects of instruction on first, second and third grade children's ability to decenter when assessed on discrimination between contrasting musical characteristics". FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1812.
Texto completoThomas, James Earl Jr. "Use of music learning readiness skills in the musical development of beginning instrumental music students". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1336.
Texto completoChen, Hsiao-Shien. "Effectiveness of the special music programs in Taiwan for educating talented and gifted young musicians /". view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3120615.
Texto completoTypescript. Includes vita and abstract. Includes bibliographical references (leaves 250-260). Also available for download via the World Wide Web; free to University of Oregon users.
Rife, Nora Anne. "The relationship between psychological differentiation in field dependence-independence, cognitive flexibility-constriction, and performance anxiety in professional musicians /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11975969.
Texto completoIncludes tables. Typescript; issued also on microfilm. Sponsor: Leah Blumberg Lapidus. Dissertation Committee: Harold F. Abeles. Includes bibliographical references (leaves 98-113).
Pursell, Anthony F. "The effectiveness of iconic-based rhythmic instruction on middle school instrumentalists' ability to read rhythms at sight". Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325987.
Texto completoSchool of Music
Pascoe, Beverley J. "The measurement of classroom music learning using an outcomes framework in Western Australian schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1233.
Texto completoAlkenäs, Dan. "Får man spela fel? : Studier kring improvisationens betydelse i musikundervisning". Thesis, Växjö University, School of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1765.
Texto completoMusical improvisation is an infinite artistic well. It helps the musician to make a personal performance and lets the music reflect the inner feelings. It is a language with which the performer can adapt the formulation to the specific situation. Yet so many have fear and respect when facing the phenomenon. In this study Dan Alkenäs discusses the advantages and disadvantages of using musical improvisation as a pedagogical method in school education. During a semester Alkenäs has, together with music teacher Bitten Löfgren and a group of pupils, studied what results are to be expected when teachers let musical improvisation have a leading role in music lessons. He discusses the creative working environment and the pupils’ ability to put theory into practice. One leading theme is the discussion of the common view of musicality. Alkenäs argues that it is important for a music teacher in a democratic school, with children from different kinds of cultures and backgrounds, to be flexible and adjust the lessons according to the individuals in the group. The study shows that this pedagogy, among other things, has a positive effect on interaction between students with different interest, levels of knowledge and potentials.
Kirchhubel, Julie y n/a. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training". Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040427.122927.
Texto completoKirchhubel, Julie. "Adolescent Music Development and the Influence of Pre-Tertiary Specialised Music Training". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367185.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Faculty of Education
Full Text
Nabb, David B. "Music Performance Program Enrollment and Course Availability for Educationally Disadvantaged versus Non-Educationally Disadvantaged High School Students in Texas". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277891/.
Texto completoJong, Jacqueline B. de. "Collective talent : a study on improvisational group performance in music /". [Amsterdam] : Vossiuspers UvA, 2006. http://dare.uva.nl/document/33052.
Texto completoDimmick, Penny Gail. "Piano instruction in music methods classes for elementary education majors : a case study". Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917840.
Texto completoSchool of Music
NOVELLA, FRANCESCA. "“Crescere con la musica” Migliorare le abilità di lettura a scuola: un laboratorio ritmico musicale". Doctoral thesis, Università degli studi di Padova, 2022. http://hdl.handle.net/11577/3449421.
Texto completoThis study reflects on the relationship between music and body movement, and on the ways they can act jointly in order to facilitate pupils' learning. Numerous studies have explored the relations among language and music competences; it is possible to strengthen children's reading and writing competences by involving them in activities centred on rhythm, on integrated song-rhythm-body patterns, and on coordinating motor skills. We offer a literature review focusing on “active methods”, and we present the results of studying music education through the workshop "Growing up with music", centred on the body experience, rhythm, and sound as learning vehicles, paying specific attention to reading abilities. By moving and by making use of his/her body the child plays a key role in experiencing music: the sound guides the movements, and it contributes to enhancing rhythm skills that are learned through the body movement and experience. The body becomes a music instrument, able to produce countless sounds and at the same time a place where experiences are born and stored, eliciting language as well as feelings and emotions that allow the child to connect with the other children. Based on the analysis of the empirical evidence and on the literature review, the core idea that emerges goes beyond detecting the actual improvements in children's rhythmic and functional reading skills, in order to contribute to strengthen such interventions within a preventive frame finalized to reducing children learning difficulties as well as making schooling more accessible to everybody, responding to the needs of a school that works for good integration and is attentive both to meeting specific needs and to educational quality by accompanying, the growth of its pupils with music.
Frisell, Lisa y Cecilia Olsson. "Konstruktion och utprövning av datorbaserat test för intonation och rytm : Icke-språklig Testning Av Prosodi - ITAP". Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-18813.
Texto completoGenerally prosody is described as the rhythmic, dynamic and melodic features of language. Prosody is further often described as suprasegmental, since its properties go beyond vowels and consonants, which are segmental characteristics of language. A relationship between prosody and music has been noticed and described for several decades. At present, there are several studies proving relationship between prosodic and musical abilities.
The aim of the present study was to construct a test for prosodic non-linguistic perception and production regarding intonation and rhythm. The test was tried out on 16 children with typical language development aged 4;6-7;6 years.
Before testing of ITAP each participant were asked about musical experience. For formal assurance that the participants had typical language development a pretesting was performed.
The results demonstrate an even range and therefore the complexity of ITAP seems to be on a representative level. Furthermore, ITAP is viable and the design is advantageous. The results of the present study suggest that both phonological working memory and grammatical ability are related to the aspects of intonation tested in ITAP.
The study contributes to the knowledge about possible relations between prosodic and musical abilities, and it provides guidance on what children with typical language development are expected to achieve on ITAP.
Edman, Mariana. "”Oj, vad händer nu?” : En självstudie om pianistens upplevelser av nervositet och oro vid olika uppspelstillfällen". Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68362.
Texto completoThe purpose of present study is to investigate from a phenomenology of body perspective what reactions occur in my body when I am nervous at different performance situations. Apart from that this study will investigate importance of mental training for decrease of stress and nervousness and its influence on my performance ability in this performance situations. In background chapter are definitions of nervousness, stress, musical performance anxiety and more presented. Apart from that in background chapter are earlier studies on this field and following studies theoretical perspective – phenomenology of body presented. In method chapter the methods of documentation - journal notes and video are presented. Result chapter is showed in themes: Nervousness and anxiety in different performance situations and Influence of mental training on nervousness and stress level and performance ability. In these chapters is shown how my negative feelings and experiences of nervousness and anxiety with mental trainings help transformed into positive. In discussion chapter following themes are showed: Comparison between nervousness and anxiety before, under and after mental trainingandImportance of continuous training and effectiveness of recordings. In this chapter, even my thoughts about following studies importance for myself and ideas about further research on the field are presented.